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Evidence Guide: CHCDIS322A - Support community participation and inclusion

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CHCDIS322A - Support community participation and inclusion

What evidence can you provide to prove your understanding of each of the following citeria?

Support the person with a disability to engage with a social network and the broad community

  1. Identify interests, abilities and requirements of person with disability in order that they may engage with a social network
  2. Match relevant options, networks and services to requirements of person with disability
  3. Identify and access appropriate resources according to organisation policy and protocols
  4. Provide information about options available to person with disability and/or their advocate/s /carer
  5. Recognise and accommodate individual choices and cultural differences
Identify interests, abilities and requirements of person with disability in order that they may engage with a social network

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Match relevant options, networks and services to requirements of person with disability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and access appropriate resources according to organisation policy and protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide information about options available to person with disability and/or their advocate/s /carer

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and accommodate individual choices and cultural differences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support strategies for community participation and inclusion according to individualised plan

  1. Support the person and, where appropriate their family, to implement strategies to address barriers to participation, according to the individualised plan
  2. Assist the person and, where appropriate their family, to identify and access community options that will meet needs identified in the individualised plan
  3. Support the person and, where appropriate their family, to access opportunities to establish connections through shared interests
  4. Assist the person, if appropriate, to become an active member of their local neighbourhood
  5. Provide the person and, where appropriate their family, the necessary supports for participation, according to the individualised plan
  6. Assist person with disability and, where appropriate their family to select activities that will enhance successful integration
  7. Provide support in a manner that provides a positive role model and promotes development and/or maintenance of the person's skills
  8. Identify aspects of involvement in the individualised plan outside scope of knowledge, skills and/or job role and seek appropriate support
  9. Identify strategies for community participation and inclusion that may require review and report to supervisor
Support the person and, where appropriate their family, to implement strategies to address barriers to participation, according to the individualised plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist the person and, where appropriate their family, to identify and access community options that will meet needs identified in the individualised plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support the person and, where appropriate their family, to access opportunities to establish connections through shared interests

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist the person, if appropriate, to become an active member of their local neighbourhood

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide the person and, where appropriate their family, the necessary supports for participation, according to the individualised plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist person with disability and, where appropriate their family to select activities that will enhance successful integration

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide support in a manner that provides a positive role model and promotes development and/or maintenance of the person's skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify aspects of involvement in the individualised plan outside scope of knowledge, skills and/or job role and seek appropriate support

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify strategies for community participation and inclusion that may require review and report to supervisor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist in minimising isolation for people with disabilities

  1. Assess physical barriers to participation and identify solutions with involvement of person with disability
  2. Recognise own limitations in addressing issues and seek advice when necessary
  3. Assist the person and, where appropriate their family, to implement strategies to address transport issues according to the individualised plan
Assess physical barriers to participation and identify solutions with involvement of person with disability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise own limitations in addressing issues and seek advice when necessary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist the person and, where appropriate their family, to implement strategies to address transport issues according to the individualised plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

It is recommended that assessment or information for assessment will be conducted or gathered over a period of time and cover the normal range of workplace situation and settings

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment of this unit include access to:

appropriate workplace where assessment can take place

relevant organisation policy, protocols and procedures

equipment and resources normally used in the workplace

Method of assessment may include:

Observation in the workplace

Written assignments/projects

Case study and scenario analysis

Questioning

Role play simulation

Related units:

This unit should be assessed after or in conjunction with related units:

CHCDIS301A Work effectively with people with a disability

CHCDIS302A Maintain an environment designed to empower people with disabilities

Required Skills and Knowledge

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Relevant policies, protocols and practices of the organisation in relation to Unit Descriptor and work role

Understanding of the legislative processes related to the rights and responsibilities of people with a disability

Understanding of elements of best practice in the area of community inclusion

Strategies for identifying the psychosocial interests, abilities and requirements of a person with a disability

Strategies for matching options, networks and services to the requirements of people with a disability

Knowledge of programs and agencies that support community integration

Transport services available for people with various types of disabilities

Strategies for providing community education

Aids and equipment used to facilitate community integration

Group dynamics

Working with families and family systems

Role of carers

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate understanding of and adherence to own work role and responsibilities

Follow organisation policies, protocols and procedures

Liaise and report appropriately to agencies

Promote community integration to enhance the psychosocial well being of people with a disability

Uphold rights and responsibilities of people with a disability through community integration

Implement a wide range of activities for facilitation of community integration

Implement individualised community support plan

Apply aids and equipment as required to facilitate community participation

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Apply reading and writing skills required to fulfil work role in a safe manner and as specified by the organisation/service:

this requires a level of skill that enables the worker to follow and give work-related instructions and directions and the ability to seek clarification and comments from clients, colleagues, health professionals and other service providers

industry work roles will require workers to possess a literacy level that will enable them to, read and write client's service delivery plans, record in health records, complete assessment tools and write reports and submissions

Apply oral communication skills required to fulfil work role in a safe manner and as specified by the organisation:

This requires a level of skill that enables the worker to follow work-related instructions and directions and the ability to seek clarification and comments from supervisors, clients and colleagues

industry work roles will require workers to possess effective verbal and non-verbal communication skills that will enable them to ask questions, clarify understanding and meaning, recognise and interpret non-verbal cues, adapt communication styles to meet specific needs, provide information and express encouragement and support

Apply problem solving skills that require negotiation and medication skills to resolve problems of a difficult nature within organisation protocols

Collaborate and network with a variety of stakeholders in order to achieve service objectives

Range Statement

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

People with disabilities may include:

Individuals at any stage of the life span

Individuals living in the community, either alone or with family or carers

Individuals living in supported community accommodation

Prospective individuals to the service or services

Contexts may include:

An individual's own dwelling

Shared households or group dwellings

Specialist residential facilities

Community centres

Respite services

Supported employment venues

Community/government agencies

Social network may include:

Family groups

Support groups

Direct neighbourhood or local community

Work groups

Sports and other recreation groups

Age-related groups (youth or senior citizens)

Community centres

Clubs

Individualised plan may include:

Relevant stakeholders

Community inclusion goals

Strategies

Who is responsible for actioning

Review dates

Elements of inclusion best practice may include:

Person-centred support

Capacity thinking

Building alliances within the community

Create understanding

Open choices and opportunities

Raising expectations

Nurture relationships

Appropriate resources may include:

Specialised transport

Mobility aids

Communication aids

Personnel

Examples of physical entry and exit issues may include:

Kerbs

Lifts

Ramps

Lighting

Signs

Amenities